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Welcome to Retention and Success Change Programme Residential. Weetwood Hall, Leeds. 4-5 June 2013. Housekeeping. Fire procedure. Cloakrooms. Refreshments. Catering. Work spaces. Administration and staffing. Wifi code. . Introductions. Professor Liz Thomas, Academic Lead
11.20 Recognising and exploring institutional cultures
13.15 Defining your strategic priorities, action planning and evaluation
15.45 (Optional) Roundtable Discussions: Strategic issues and challenges
17.00 Poster session and ‘swap shop’
18.00 Free association
The institutional commitment to a culture of belonging should be explicit.
Nurturing belonging and improving retention and success should be a priority for all staff.
Staff capacity to nurture a culture of belonging needs to be developed.
Student capacity to engage and belong must be developed.
Institutional data should be used to identify departments, programmes and modules with higher rates of withdrawal, non-progression and non-completion.
Systems to monitor student behaviourand take action when at-risk behaviour is observed.
Partnership with staff and students to implement change across the student lifecycle and throughout the institution.
Two key roles: ‘public performance’ and ‘backstage activity’.
The change agent has to support the ‘public performance’ of rationally considered and logically phrased and visibly participative change with ‘backstage activity’ in the recruitment and maintenance of support and in seeking and blocking resistance… ‘Backstaging is concerned with the exercise of ‘power skills’, with ‘intervening in political and cultural systems’, with influencing, negotiating and selling, and with ‘managing meaning’.
It is the combination of public performance and backstage activity that distinguish the role of change agent from that of the project manager.
Techno-rational: change accomplished by planning and then managing its implementation.
Resource allocation: change achieved by allocating central resources, which leads to results.
Diffusionist: the provision and dissemination of clear messages, aligned to audience priorities provokes change.
Continuous quality improvement: an expectation of the continual enhancement of practice leads to change.
Complexity: aim to create the conditions for change, from which change occurs organically.
Challenges and uncertainties
A tool to identify areas for development against the outcomes of ‘What Works?’
Step 1: Rate ‘where you are now’ on a scale of 1 to 10
Priority for development
Step 2: Rate ‘where you need to be’, according to your own particular contexts and goals
Partnership between students and staff
Perceived staff-student divide
Student experience committee
New SU President
Return on investment
Use the activity planning template
to help define your milestones and
deliverables, and schedule the
actions you need to undertake
to achieve them
Use the responsibility chart to analyse and define roles within the team for each activity
8.45 Welcome and overview of the day
9.00 Recipes for change
10.30 Team time
13.00 (Optional) Moving forward – functions of the core team
14.00 Team Coaching and Feedback
15.30 Next steps
15.45 Close of residential